Matthew Mayhew

Biography

Matthew J. Mayhew is the William Ray and Marie Adamson Flesher Professor in Educational Administration. He is interested in how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes, including moral reasoning; pluralism; productive exchange across worldview differences; and innovation capacity. To support the study of college and its impact on student development and learning, Mayhew has been awarded more than $14 million in funding from sources including but not limited to the U.S. Department of Education, the Ewing Marion Kauffman Foundation, and the Merrifield Family Trust.

Mayhew has published more than 50 peer-reviewed articles in journals, including Research in Higher Education;Journal of Higher Education;Review of Higher Education; the Journal of College Student Development; and the Journal of Moral Education. Complementing these peer-reviewed journal articles are other empirical works, including How College Affects Students: Volume 3; two pieces selected for the ASHE Reader series; a book chapter written for Higher Education: Handbook of Theory and Research, and a co-edited volume with Routledge of the Taylor and Francis Group. Mayhew has won many awards for his research and teaching. He received his doctorate from the University of Michigan in 2004.

Research Summary

Entering year two of a five-year grant, this project is a partnership between Mayhew, Alyssa Rockenbach (North Carolina State University) and the Interfaith Youth Core (a.k.a. IFYC, Chicago IL). This project is aimed at studying the impact of college environments and experiences on educational outcomes including pluralism orientation, self-authored worldview commitment, and appreciative attitudes toward individuals of other worldviews.

Project Innovation Cultivation (InnC)

The purpose of this project is to understand the influence of higher education experiences on the development of students’ innovation capacities. This project has completed its cross-sectional and longitudinal data collection and is moving into the reporting and analysis phase.

The Assessment of Collegiate Residential Environments and Outcomes (ACREO) assesses the influence of residential environments on academic, intellectual, and social outcomes of college students. ACREO is designed first and foremost as an assessment tool. It explores the relationships between institutional structures, forms of engagement, and student academic, intellectual, and social outcomes. However, it continues and improves upon previous research by providing current insight into how student outcomes vary by college housing arrangements.

Mayhew, M. J., & Selznick, B. (2015, June). Innovation as an institutional priority: Assessments for recognizing and actualizing opportunities. Concurrent session presented at the annual meeting of the Society for College and University Planning (SCUP), Chicago, IL.

Mayhew, M. J., Youngerman, E., & Lo, M. A. (2015, March). Living-assessing-learning: Re-creating the National Study of Living Learning Programs (NSLLP). Professional development session presented at the annual conference for ACPA – College Student Educators International in Tampa, FL.

Mayhew, M. J., & Youngerman, E. (2014, October). Living-assessing-learning: The return of the National Study of Living-Learning Programs. Professional development session presented at the annual Living Learning Programs conference for ACUHO-I – College and University Housing Officers, Kansas City, MO.

Mayhew, M. J., & Simonoff, J. S. (2015). Effect coding as a mechanism for improving the accuracy of measuring students who self-identify with more than one race. Research in Higher Education, 56(6), 595-600.

Mayhew, M. J., Seifert, T. A., & Pascarella, E. T. (2012). How the first year of college influences moral reasoning development for students in moral consolidation and moral transition. Journal of College Student Development, 53(1), 19-40.